Disclosure statement

Helen Cahill was the lead author of the program. She receives funding from Australian Research Council, Victorian Department of Education and VicHealth.

Jessica Crofts received funding from the Victorian Department of Education for the development of this curriculum.

Catherine Smith does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

It was developed by a team of nationally and internationally recognised experts in education gender and social emotional learning.

For each age level across primary and secondary, the program provides six units of work developing social and emotional skills that are the foundation of positive relationships. This is followed by a unit on understanding gender norms, and a final unit addressing the skills needed for respectful relationships.

None of the activities invite students to work within the rhetoric of blame.

How the program is taught

The first three quarters of the program has students working on the social and communicative skills needed to understand and manage their emotions, problem solve, manage stress and anger, and engage in peer support and help-seeking.

These are the skills that underpin respectful, positive and caring relationships, regardless of gender.

In the sections on gender and respectful relationships, they are challenged to identify the gender norms that influence attitudes and behaviour, and to question when and where various expectations can be harmful or limiting for both boys and girls.

They think through the skills and strengths they would need to act with respect in a challenging situation.

This program is designed to help teachers provide learning that supports development of the personal and social capabilities that are part of the Victorian Curriculum.

Young women more likely to be victims of violence

A large proportion of men who have perpetrated sexual violence against women did so for the first time when they were young, indicating that such practices commence early in adulthood.

Other research suggests that many young people are not aware of appropriate boundaries in relationships.

One in four are prepared to excuse partner violence. 26% agree that it can be excused if the perpetrator regrets it afterwards, and 24% agree that violence can be excused if the perpetrator was so angry they “lost control”.

One in five young people believe that women often say no to sex when they mean yes. This demonstrates a poor understanding of the importance of consent in sexual relationships.

So are GLBTIQ students

It is not only girls who are disproportionately subjected to school-related gender-based violence.

Students who are (or who identify as or are perceived to be) gay, lesbian, bisexual, transgender, intersex or queer (GLBTIQ) are disproportionately affected by bullying and violence in school settings. This can lead to higher rates of depression, suicidal behaviours, drug use, and also difficulties in school.

Given these concerning data, and the changing nature of the influences that young people are exposed to - including more accessible and often violent pornography – it is imperative that young people are taught how to negotiate their relationships with respect and recognise the rights of others.

Improved academic performance is attributed to improved school environment. It also builds students’ self-awareness and confidence in learning, and develops skills in self discipline, persistence, stress management and organisation.

The 2014 OECD study argues that education systems around the world should provide social and emotional learning programs, defining social and relational skill as the 21st century skills needed for success in both relationships and employment.

A quarter of Australian young people experience mental health problems within a given year, and a quarter believe that violence is permissible when people are in a state of anger. Given this, there is a great need for both social and emotional learning and respectful relationships education.